To Kill a Mockingbird: the Construction of Characters
Muzaurieta 1
To Kill a Mockingbird: the construction of characters
Essay practice, part 1
→ Characterization: the subtle process of revealing the personality of a character in a story, using several techniques
● describing the character, including appearance, likes and dislikes, etc.
● letting us listen to the character’s inner thoughts and feelings
● letting us hear the character speak
● showing us what the character does (how he or she acts)
● revealing what other characters in the story think, say or do in response to the character
→ Preparation: Analyzing Scout
Find and discuss quotes that show the characterization of Scout in the novel. Try to discuss at least two quotes for each category.
→ Prompt: Authors generally want their main characters to be likeable but flawed. How does Scout meet this requirement? Discuss in detail Scout’s character and whether she is a well-constructed main character.
- Write one paragraph exploring this subject.
- Include 2-3 examples with quotes that show the characterization of Scout. Weave in the quotes, using proper MLA format. USE this evidence to prove your idea about Scout’s character.
- Plan your paragraph first; outlining is not required.
Possible topic sentences:
➢ With Scout, Harper Lee successfully creates a well-constructed main character in her novel, To Kill A Mockingbird.
With Scout, Harper Lee fails to create a well-constructed main character in her novel, To Kill A Mockingbird.
➢
To Kill a Mockingbird: the construction of characters
Essay practice, part 2
→ Characters: Authors generally include each supporting character in a story for one or more general purposes.
● friends/allies
● enemies/antagonists
● humor
● catalyst for plot development
● theme development
→ Preparation: Besides this basic purpose, the character can be used to convey the author’s message. Discuss applicable questions.
● Does the character represent an excellent (or terrible) example of a friend, parent, leader, or other social role?
● What does the author seem to say about human nature through the character?
● What effect does the character have on other characters in the story?
● Does the character’s behavior connect to personality, station, or situation in life? Does the author’s portrayal of the character represent and/or send a message to people in that group?
→ Prompt: Explain Harper Lee’s purpose in including one important supporting character in To Kill A Mockingbird. Discuss in detail Harper Lee’s specific purpose and whether this character is an effective instrument for this purpose.
- Write one paragraph exploring this subject.
- Include 2-3 examples with quotes that show the characterization of this person. Weave in the quotes, using proper MLA format. USE this evidence to prove your idea about Lee’s purpose.
- Plan your paragraph first; outlining is not required.
Example topic sentences:
➢ Harper Lee includes the tomboy character of Scout in her novel, To Kill A Mockingbird, to show how restrictive gender roles can be hurtful to a child’s sense of self.
➢ Harper Lee includes the character of Mrs. Henry Dubose in her novel, To Kill A Mockingbird, to introduce the idea that a flawed and racist person can also be admirable.
➢ Harper Lee includes the character of Dolphus Raymond in her novel, To Kill A Mockingbird, to suggest that people need to accept the controversial idea of interracial marriage.
To Kill a Mockingbird: the construction of characters
Essay practice, part 3
→ Stereotypical Archetypes of African Americans in literature
Remember, these stereotypes arose from the racist views that supported slavery. They are not acceptable words to use in thoughtless conversation. Because they were present in literature and other media for so long, we need to consider whether they are present in the novel.
Men:
● Sambo – happy and dependent slave
● Coon – happy, harmless, lazy fool
● Zip coon – wants to be a dandy (“educated” and “well-dressed”)
● Brute – violent predatory monster
Women:
● Mammy – asexual, agreeable mothering figure
● Sapphire – manly and bossy figure
● Jezebel – highly sexualized temptress
→ Preparation
Refer to your completed character construction chart about Tom and Calpurnia. Share ideas with your group, considering especially to what extent they resemble the stereotypical archetypes of African American people.
→ Prompt: Does Harper Lee’s portrayal of (Tom/Calpurnia) perpetuate or challenge the stereotypical archetypes of African American (men/women) in literature?
- Write one paragraph exploring this subject.
- Include 2-3 examples with detailed plot references that show the characterization of Tom or Calpurnia. Quotes are optional; if you use them, weave in the quotes, using proper MLA format. USE this evidence to prove your idea about Lee’s construction of character.
- Plan your paragraph first; outlining is not required.
Possible topic sentences:
➢ In her novel, To Kill A Mockingbird, Harper Lee’s portrayal of Tom Robinson perpetuates stereotypical archetypes of African American men in literature.
➢ In her novel, To Kill A Mockingbird, Harper Lee’s portrayal of Calpurnia challenges stereotypical archetypes of African American women in literature.
To Kill a Mockingbird: the construction of characters
Essay example
Prompt: Discuss how Scout changes. Be sure to consider specific evidence.
Scout sees someone carrying her brother away, and it takes her a moment to orient herself in the dark and follow. In the confusion of Bob Ewell’s attack, she was unsure about what was happening, and even now, she cannot identify the stranger. When she arrives home, she is preoccupied with Jem’s unconscious form and does not realize that the man is in the house. When Scout turns and sees him cowering behind a partially open door, she realizes that this man is her ghostly neighbor. While she notices every detail of his manner and clothing, she must think back to all the times she heard false stories about him: his predilection for eating raw squirrel, his youthful exploits, his terrifying form. Now she knows that all the stories were false. The man who once put a blanket around her on a cold night is no monster. Scout is full of emotion – her eyes fill with “sudden tears” – but all she says is, “Hey, Boo.” Her informality is not the result of rudeness, but rather the politeness of a child. Just for a moment, the two of them pose together in a portrait that captures the moment of Scout’s biggest change. When she walks him home, Scout will take Boo’s arm, allowing him to play the gentleman. She will, at last, show that she can see the world from another person’s point of view; the lesson has taught her to be compassionate and thoughtful. The girl the reader has followed from her first day of school has grown up.
Strengths:
● Clearly takes a stand on the question
● Explains both what is happening (explicitly stated in the text of the novel) and what she is thinking (implied in the novel)
● Identifies how Scout has changed
● Analyzes how her actions and thoughts show the changes
Flaws:
● No topic sentence
● No in-text citations for quotes
To Kill a Mockingbird: motifs and meanings
Essay practice, part 4
→ Preparation
● List important examples of your motif, with quotes and page numbers.
o At least 5-7. No more than 15! Quality is more important than quantity.
● Refer to your list and share ideas with your group, considering especially how your group’s motifs come together into themes.
→ Weaving practice: Report on the motif’s appearance in the novel. List 3-5 different examples with quotes, and quickly suggest the motif’s lesson. Weave in the quotes, using proper MLA format.
Example motif: parenting styles
● Lee suggests that very good parents, like Atticus Finch, can help their children overcome bad habits, as when he asks Scout to “fight with her head” (#). Scout learns to control her tendency to brawl.
● Lee includes a small character named Walter Cunningham, who comes to the Finch house for a meal and “ ” (#). His politeness is attributed to his parents, whom Atticus describes to be “ ” (Lee #).
● Bob Ewell is shown to be a terrible parent who fails to provide food to his children so that townspeople have to let him poach. Even worse, the Ewell children are “ ” (Lee #).